— 


SOUVENIR  NUMBER 

Sllswortb  Student 


Entered  at  the  postoffice,  Iowa  Falls,  Iowa,  as  second-class  matter. 
Published  monthly  by  the  students  of  Ellsworth  College 


VOL.  Nil 

SPECIAL  EDITION,  August,  1!)09 

No.  !). 

Ellsworth 

College,  Iowa  Falls 

,  Iowa 

Important  Considerations 

THE  CAREFl’L  PERSONAL  ATTENTION  that  students  receive  at 
Ellsworth  College  is  a  consideration  of  very  both  to 

parents  and  to  students.  This  personal  interest  is  a  (listinct  Tivn  MJtlMOls 
influence.  It  is  encouraging  in  difficulties,  sustaining  in  good  work,  and 
helpful  in  all  proper  student  endeavor.  No  one  can  U.^g_Jiere  and  fail  to 
feel  the  influence  of  this  spirit. 

In  so  many  schools  this  great  character  bnildi iig4 >08F IC&i ■  k 
in  a  positive  way.  There  is  no  atmosphere  of  warmth  and  life,  so  neces¬ 
sary  for  personal  encouragement  in  student  work. 

However,  the  spirit  of  personal  attention  and  helpfulness  is  not  a 
theory  at  Ellsworth  College  but  it  is  a  social  force  that  constantly  works 
both  to  strengthen  and  to  build  good  character.  Without  doubt,  this  is  one 
of  the  most  important  elements  of  power  in  the  work  of  education. 

THE  COST  OF  ATTENDANCE  is  very  moderate  at  Ellsworth  College. 
However,  no  effort  is  made  to  compete  with  cheap  schools  where  first 
class  work  cannot  be  provided.  Thinking  people  know  that  genuine  goods 
command  reasonable  prices.  Ellsworth  College  offers  first-classed  educa¬ 
tional  facilities  at  a  remarkably  low  expense. 


General  Estimate  of  Expenses  for  One  Quarter 


Tuition . 

Hoard  . 

Room,  light,  heat,  baths. 
Incidental  fees  . 

Academy 

and 

Normal 

College 

$  1 2.50 
20.25 
6.75 
1.50 

Business 

Shorthand 

$  9 . 5  0 

20. 2f, 
6.75 
1.50 

$  12.00 
20.25 
6.75 

1 .50 

$  13.00 
20.25 
6.75 
1.50 

Total  for  one  quarter.  .  .  . 

?  38.00 

$  41.00 

$  40.50 

$  41.50 

for  half  vear  . 

74.00 

80.00 

79.00 

81.00 

for  whole  year  .  . 

147.00 

158.00 

158.00 

159.00 

(Note.)  For  fuller  statement  of  expenses  see  new  catalog.  It  is 
mailed  free  upon  request. 


ELLSWORTH  COLLEGE  IS  ACCREDITED  by  the  State  Board  of 
Educational  Examiners.  Students  will,  therefore,  receive  the  same  cre¬ 
dentials,  upon  graduation,  that  any  other  standard  college  confers,  and 
the  five-year  state  certificate  without  examination. 

The  spirit  of  the  present  is  optimistic.  The  real  workers  are  ennrinced  that  there  is  no  evil 
in  the  human  world  that  cannot  he  removed  and  no  true  pood  that  cannot  be  brought  in  by  wise 
and  determined  men. — Ikmlen  Parker  Bowne. 


The  Honorable  Eugene  S.  Ellsworth,  the  Patron  and 
Founder  of  Ellsworth  College,  deceased 
February  13,  1907. 


All  are  great  and  sway  the  souls  of  men  just  in  the  proportion  that  truth  breathes  through  their 
lips  and  is  embodied  in  their  deeds  and  in  their  works.  —  Harry  Pratt  Judson. 


View  of  Ellsworth  College  Main  Building,  from  the  south 

This  Building  has  a  Frontage  of  157  Feet 


North  Hall  Dormitory  for  Young  Men 


Graduating  Class  Marching  on  East  Campus. 


View  of  Buildings  and  Campus  from  the  southeast 

It  is  not  knowledge,  it  is  not  science ,  it  is  not  prophesy  that- holds  human  society  together ■  It  is 
an  ideal,  and  the  permanent  ideal. — Edmond  J.  James. 


Ellsworth  College  Library  Building 


The  training  which  a  college  gives  is  poor  stuff  indeed  if  it  has  not  asserted  integrity  alike  of 
mind  and  of  character  as  an  attainable  ideal,  and  if  it  has  not  aided  in  its  upbuilding. 

—Nicholas  Murray  Butler 


view  of  the  Campus  from  the  northwest,  showing  a  group  of  the  College  Buildings  toward  the  east  and  south 


Caroline  Hall  for  Women. 

Frontage  150  ft.;  said  to  be  the  finest  college  home  for  women  in  Iowa.  Thoroughly  equipped  with  steam  heat,  electric  lights,  baths,  laun¬ 
dry,  gymnasium  and  other  conveniences.  With  these  accommodations  rooms  for  each  student  cost  only  from  75c  to  80c  a  week. 


A  Girl’s  Room  in  Caroline  Hall 


The  Education  of 
Women 

The  time  has  come 
when  we  finally  are 
willing  to  face  the 
proposition  that  the 
higher  education  of 
women  is  to  be  in  many 
respects  of  a  different 
type  from  the  higher 
education  of  men. 

Women  themselves  are 
beginning  to  raise  the 
question  whether  pur¬ 
suing  the  same  studies 
in  the  same  order  and 
by  the  same  methods  as 
the  men,  is  really  the 
higher  education  for 
which  they  have  been 
longing  and  which 
they  have  been  de¬ 
termined  to  have. — 

President  James,  Uni¬ 
versity  of  Illinois. 

Christian  Training  for  Young  Girls 

The  importance  of  Christian  culture  is  not 
overlooked  or  slighted  at  Ellsworth  College. 
Every  help  is  given  not  only  through  the 
various  special  organizations  for  this  purpose, 
but  also  through  the  personal  counsel  and 
help  of  earnest,  Christian  teachers. 


The  College  Home  Life  for  Girls 

Our  beautiful  new  building  for  women 
makes  possible  ideal  home  life.  This  build¬ 
ing  is  one  of  the  finest  of  its  class  in  the 
West.  Nothing  is  wanting  that  is  needful  for 
health  and  comfort.  Electric  light,  steam 
heat,  baths,  toilets,  hot  and  cold  water,  laun¬ 
dry,  parlors,  dining  hall,  gymnasium,  all  these 
and  other  conveniences  are  provided. 


A  View  of  the  Girls’  Double  Parlor  in  Curolinc  Hall 


Special  Work  for 
Women 

Ellsworth  College  has, 
for  some  time,  rec¬ 
ognized  the  need  of 
special  instruction  for 
women. 

“To  say  that  wom¬ 
an  differs  essentially 
in  her  intellectual  and 
spiritual  processes 
from  her  brother  is 
but  to  state  a  truism. 
That  her  life  work 
differs  from  that  of 
man  is  equally  true. 
The  simple  recognition 
of  these  facts  in  our 
systems  of  education 
and  course  of  study 
would  seem  to  be  the 
part  of  wisdom.  There 
is  no  longer  room  for 
discussion  as  to  the 
mental  equality  of  our 
daughters  as  compared 
with  our  sons.” 


Poetry ,  sculpture ,  painting  and  music  satisfy  no  animal  want ;  they  cannot  jeed  nor  shelter  us; 
the  body  can  prow  and  think  without  them.  But  they  minister  to  a  craving  in  the  human  spirit 
which  is  as  real  and  imperative  as  hunger  and  thirst. — Iy.  Clark  Seelye. 


A  view  of  the  City  of  Iowa  Falls,  looking  south  from  the  main  building  of  Ellsworth  College,  on  Main  Street  and  College  Avenue. 


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For  Further  Information  Address 


Ido  Franklin  Meyer 

President 
Ellsworth  College 


A  FEW  OF  MANY  REASONS  FOR  PREFERRING  ELLSWORTH  COLLEGE 


1.  Iowa  Falls  is  admitted  to  be  the  most 

picturesque  and  beautiful  city  in  Iowa. 

2.  Four  good  railroads,  centering  here,  make 

Ellsworth  College  easy  of  access  from 
all  parts  of  the  country. 


Central  Park 


3.  An  excellent  faculty  of  experienced  pro¬ 

fessors  who  are  graduates  of  the  best 
colleges  and  universities. 

4.  A  fine  library  of  new  reference  books  in 

the  new  Carnegie-Ellsworth  College 
Library  building.  The  city  library  is 
also  open  to  students  of  the  College. 
Highest  type  of  Christian  and  social 
influences  and  environment.  Active 
Y.  M.  C.  A.  and  Y.  W.  C.  A. 

Five  active  student  literary  societies; 
two  for  college  students,  three  for 
students  of  the  academy. 

The  large  number  of  courses. 

High  standards  of  scholarship. 

Fine  spirit  of  helpfulness. 

NO  SALOONS.  No  resorts  of  question¬ 
able  character. 

Buildings  and  grounds  valued  at 
$160,000. 

It  is  free  from  influences  that  distract 
the  student  mind. 

Permanent  endowment  aggregating 
(over  5,000  acres  improv- 


7. 

8. 
9. 

10. 

11. 

12. 

13. 


$300,000 
ed  land.) 


14.  Well  equipped  lab- 
boratories  for  sci¬ 
entific  investiga¬ 
tion. 

15.  Full  schedule  in 
athletics;  foot  ball, 
basket  ball,  base 
ball,  etc. 


Boating  Party  Opposite  one  of  the  Beautiful  Palisades,  Iowa  Falls,  Iowa 


Iowa  Falls,  Iowa 


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Students.  Fred  C.  Krieg,  Ramond  Tidman,  Milford  Kratz. 


Foot  Ball,  Basket 

The  interest  of  the  students  of  Ellsworth 
College  in  athletics  of  all  kinds  has  been  ex¬ 
pressed  by  the  large  number  of  men  and 
women  who  daily  take  active  part  in  one  or 
more  phases  of  athletic  work.  Teams  in  foot 
ball,  basket  ball,  (both  girls  and  boys)  and 
base  ball  are  maintained.  The  schedules  have 
been  completed,  upon  which  are  found  many 
of  the  best  colleges  in  northern  and  central 

Roosevelt 

“One  reason  why  I  so  thoroughly  believe 
in  the  athletic  spirit  is  because  the  athletic 
spirit  is  essentially  democratic.  Our  chief 
interest  should  not  lie  in  the  great  champions 
in  sport.  On  the  contrary  our  concern  should 
be  most  of  all  to  widen  the  base,  the  founda¬ 
tion  in  athletic  sports;  to  encourage  in  every 
way  a  healthy  rivalry  which  shall  give  to 
the  largest  possible  number  of  students  the 
chance  to  take  part  in  vigorous  outdoor 
games.  It  is  of  far  more  importance  that  a 
man  shall  play  something  himself,  even  if  he 


Bally  Base  Balk  Etc* 

Iowa.  The  prospects  for  the  coming  year  in 
foot  ball  and  base  ball  are  brighter  than  ever 
before.  The  good  work  begun  by  the  vic¬ 
torious  basket  ball  teams  during  the  season 
just  closed,  will  be  carried  out  into  all  the 
other  fields  the  coming  year.  If  you  are  a 
loyal  student  who  will  stay  by  your  team 
through  thick  and  thin,  you’re  wanted  at  Ells¬ 
worth. 

on  Athletics 

plays  it  badly,  than  that  he  shall  go  with 
hundreds  of  companions  to  see  someone  else 
play  well.” 

“Play  while  you  play  and  work  while 
you  work;  and  though  play  is  a  mighty  good 
thing,  remember  that  you  had  better  never 
play  at  all  than  to  get  into  a  condition  of 
mind  where  you  regard  play  as  the  serious 
business  of  life,  or  where  you  permit  it  to 
hamper  and  interfere  with  your  doing  your 
full  duty  in  the  real  work  of  the  world.” 
■ — President  Roosevelt’s  Harvard  Address. 


Ellsworth  College  Cadet  Hand  in  Marching  Order  on  West  Campus 


The  Boys’  Basket  Ball  Team 


An  Ellsworth  College  Foot  Ball  Squad 


Does  education  really  pay?  Only  5 


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Y.  YV.  C.  A.  Cabinet  Officers 


Christian  Education  and  Training 


Ellsworth  College  is  a  Christian  College, 
but  it  is  not  sectarian  or  denominational. 
Bather,  it  is  inter-denominational.  The  col¬ 
lege  is  free  from  political  and  ecclesiastical 
government.  These  forces  do  not  seek  to 
control  the  policy  or  interests  of  the  college. 
This  fact  makes  it  possible  for  Ellsworth 
College  to  build  upon  those  broad  Christian 
and  patriotic  principles  of  education  that  have 


become  so  precious  to  the  most  thoughtful 
men  and  women  who  have  directed  education¬ 
al  forces  and  institutions.  The  best  people 
know  that  “Education  is  a  work  of  freedom,’’ 
and  that  it  should,  therefore,  have  an  at¬ 
mosphere  of  liberty  in  which  to  seek  for 
truth  in  all  things.  Ellsworth  College  stands 
for  that  great  Christian  and  American  ideal, 
“Liberty  under  law.” 


Y.  M.  C.  A.  Cabinet  Officers 


The  Y.  M.  C.  A.  and  Y.  W.  C.  A. 


Of  the  college  stand  for  the  best  there  is  in 
Christian  training.  Bible  courses  of  study 
are  regularly  kept  up  throughout  the  college 
year.  No  one  can  afford  to  be  ignorant  of 
the  Bible,  and  our  young  men  and  women 
are  determined  to  perfect  and  make  stronger 
in  every  way  possible  this  important  phase 
of  work. 

They  wish  to  make  possible  an  education 
that  shall  meet  this  ideal:  "Education  is  a 
companion  which  no  misfortune  can  depress, 


no  clime  destroy,  no  despotism  enslave.  At 
home  a  friend,  abroad  an  introduction,  in  soli¬ 
tude  a  solace,  in  society  an  ornament;  it 
chastens  vice,  it  guards  virtue,  it  gives  effi¬ 
ciency,  and  brilliancy  to  genius.” 

It  should  never  be  forgotten  that  Christian 
education  alone  can  work  out  this  inestimable 
and  priceless  force  and  treasure  of  the  inner 
life,  which  makes  its  possessor  stand  “Four 
square  to  every  wind  that  blows,”  and  which 
makes  one  able  to  know  and  achieve  honor¬ 
able  success. 


Outdoor  Sketching  Class  and  Teacher  at  Work. 

Art  and  Public  School  Drawing 


The  art  studio  is  ample  in  size  and  well 
equipped.  Students  receive  careful  individ¬ 
ual  instruction.  Work  is  offered  in  water- 
color,  oil,  pastel,  drawing,  outdoor  sketching, 
pyrography,  etc. 

The  work  may  be  divided  as  follows-. 


(a)  Drawings  from  objects  and  still  life;  (b) 
Art  and  nature  study;  (c)  Memory  sketches 
and  story  illustration;  (d)  Cast  drawing;  (e) 
Studies  in  values  and  perspective;  (f)  Figure 
posing;  (g)  Composition;  (h)  Public  school 
drawing  in  all  grades. 


A  view  of  Dining  Hall  of  Caroline  Hall 


Graduating  Class  ’09 


Is  a  College  Education  a  Good  Business  Investment  ? 


The  president  of  the  American  Society  of 
Mechanical  Engineers,  Mr.  James  K.  Dodge, 
has,  in  his  careful  way,  after  the  “scientific 
method,”  furnished  a  scientifically  accurate 
answer  to  this  question. 

Start  four  boys,  then,  on  the  four  lines  and 
let  us  see  what  influence  training  of  an  equal 
sort  actually  has  as  measured  by  money 
returns.  (See  diagram.) 

1.  The  Unskilled  Laborer.  On  the  aver¬ 
age  he  is  earning  $4.00  a  week  at  the  end  of 
his  sixteenth  year;  $5.00  a  week  a  year  later, 
and  his  advance  continues  with  regularity  to 
his  twenty-second  year,  when  he  is  worth  as 
“capital”  to  himself  $10,000,  and  he  has  a 
wage-earning  capacity  of  $10.20  a  week.  But 
here  he  reaches  the  highest  economic  value  of 
unskilled  labor,  which  will  not  significantly  in¬ 
crease  in  value  however  many  years  he  adds. 

2.  The  Shop-trained  Worker.  Even  his 
narrow,  rule-of-thumb  training  pays  good  in¬ 
terest  from  the  start.  In  six  years  he  has 
passed  the  unskilled  laborer,  by  the  time  he 
is  twenty-four,  however,  he  has  reached  his 
maximum;  his  potential  capital  is  $15,000, 
and  his  wage  $15.20  a  week.  This  is  the 
highest  point  reached  by  the  shop  worker. 

:{.  The  Trade  School  Young  Man.  The 
early  broadening  of  his  work  immediately 
brings  better  wages.  Note  on  the  diagram 
that  before  he  is  eighteen  he  has  forever  dis¬ 
tanced  the  unskilled  worker.  Before  he  is 
twenty-one  he  has  also  left  the  shop  worker 
behind  him.  When  he  is  twenty-four  he  has 
an  earning  power  of  $22  a  week.  He  reaches 
his  highest  valuation  at  thirty-one  years,  and 
here  he  finds  the  highest  point  in  the  trade- 
school  economic  horizon. 

I.  The  Technically  and  Liberally  Educated 
Boy.  For  several  years  this  young  man  lags 
behind  all  three  of  the  other  classes.  When 
he  is  nineteen  the  unskilled  laborer  is  ahead 
of  him.  Not  till  he  is  twenty-one  does  he 
catch  up  with  the  shop-trained  boy,  or  rise 
above  the  economic  horizon  of  the  trade  school 
man.  But  what  then?  All  three  of  his  com¬ 
petitors  have  already  reached  their  earning 
limit.  Their  horizons  are  fixed;  but  from  that 
twenty-fifth  year  and  its  potential  capitaliza¬ 


tion  of  $22,000,  the  college  trained  man 
shoots  up  in  seven  years  more  to  an  earning 
power  of  $43  a  week,  and  has  not  as  yet 
reached  the  full  economic  horizon!  A  liberal 
education  has  added  a  potential  capitalization 
of  $21,000  over  all  competitors  (from  $22,000 
to  $43,000).  Education  took  him  at  the  age 
of  sixteen  at  $3,000;  it  leaves  him  at  thirty- 
two  years  at  $43,000. 


A  group  of  Professors  and  Students  in  caps  and  gowns. 

Ellsworth  College  of  Liberal  Arts 

The  College  of  Liberal  Arts  is  regularly  accredited  by  the  State  Board  of  Educational 
Examiners.  By  virtue  of  this  recognition,  graduates  will  receive  state  certificates  without 
examination.  Graduates  of  accredited  high  schools  and  academies  are  admitted  without  ex¬ 


amination.  The  degrees  given  are  A.  B.,  B. 
and  receives  the  same  credit  as  the  work  of 

College  Departments 

Expression 

Course  I  Argumentation. 

Course  II  Debating. 

Course  III  Public  Speaking. 

Course  IV  Oratory  and  Interpretation. 

Biological  Sciences 
Course  I  Invertebrate  Zoology. 

Course  II  Invertebrate  Zoology  and  Introduc¬ 
tion  to  Vertebrate  Zoology. 

Course  III  Vertebrate  Morphology. 

Course  IV  Vertebrate  Morphology. 

Course  V  Animal  Histology. 

Course  VI  Histology  and  Microtechnique. 
Course  VII  Vertebrate  Embryology. 

Course  VIII  Vertebrate  Embryology. 

Botany 

Course  I  Morphology  of  the  Algae  and  Fungi. 
Course  II  Bryopliytes  and  Pteridophytes. 

Physiology 

Course  I  Advanced  Human  Physiology. 

Course  II  Advanced  Human  Physiology. 

Course  III  Laboratory  Physiology. 

Chemistry 

Course  I  Inorganic  Chemistry. 

Course  II  Inorganic  Chemistry. 


S.,  Ed.  B.,  and  Ph.  B.  All  work  is  standard 
other  standard  colleges. 

and  Courses  Offered 

Course  III  Qualitative  Analysis. 

Course  IV  Quantitative  Analysis. 

English 

Course  I  Rhetoric  and  English  Composition. 
Course  II  Rhetoric  and  Poetics. 

Course  III  Advanced  Composition  and 
Rhetoric. 

Course  IV  Advanced  Composition  and 
Rhetoric. 

Course  V  Shakespeare  and  the  Drama. 

Course  VI  Shakespearean  Tragedy. 

Course  VII  Victorian  Poetry. 

Course  VIII  Victorian  Prose. 

Course  IX  Advanced  American  Prose. 

Course  X  Advanced  American  Poetry. 

Course  XI  The  Literature  of  the  Bible. 

Course  XII  Literary  Criticism  and  Interpreta¬ 
tion. 

Education 

Course  I  Educational  Psychology. 

Course  II  History  of  Education. 

Course  III  Philosophy  of  Education. 

Course  IV  General  Pedagogy. 

Course  V  General  Pedagogy. 

Course  VI  Childhood  and  Adolescence. 

Course  VII  Seminar  in  Education. 

Course  VIII  Seminar  in  Education. 


Members  of  Adelphian  Literary  Society 


French 

Course  I  First  Year  French. 

Course  II  First  Year  French. 

Course  III  Second  Year  French. 

Course  IV  Second  Year  French. 

German 

Course  I  First  Year  German. 

Course  II  First  Year  German. 

Course  III  Classics  and  Grammar. 

Course  IV  Classics  and  Conversation. 

Course  V  Advanced  Classics. 

Course  VI  Advanced  Classics. 

Course  VII  Schiller,  Freytag  and  Goethe. 
Course  VIII  Faust  and  other  Advanced  Classics 
Course  IX  Modern  German  Drama. 

Course  X  Modern  German  Drama. 

Course  XI  Drama  of  the  Classical  Period. 
Course  XII  Drama  of  the  Classical  Period. 
Course  XIII  Commercial  German. 

Course  XIV  Contemporary  Literature. 

Greek 

Course  I  "Beginner’s  Greek  Book”. 

Course  II  Xenophon’s  “Anabasis”  and  Com¬ 
position. 

Course  III  Xenophon’s  "Anabasis”,  Books  II- 
IV  and  Composition. 

Course  IV  Homer’s  Iliad,  Books  I-IV  Myth¬ 
ology. 

Geology 

Course  I  Dynamic,  Structural  and  Historical 
Geology. 

History 

Course  1  Mediaeval  History. 

Course  II  Modern  History. 

Course  III  American  History. 

Course  IV  American  History. 

Course  V  English  History. 

Course  VI  English  History. 

Course  VII  English  Constitutional  History. 
Course  VIII  United  States  Constitutional 
History. 

Latin 

Course  I  Livy. 

Course  II  Cicero. 

Course  III  Tacitus. 

Course  IV  Horace. 

Course  V  Roman  Comedy. 


Course  VI  Roman  Satire. 

Course  VII  Roman  Philosophy. 

Course  VIII  Letters  of  Plivy  and  Cicero. 
Course  IX  Roman  Archaeology  and  Graeco- 
Roman  Art. 

Mathematics 

Course  I  Solid  and  Spherical  Geometry. 
Course  II  College  Algebra. 

Course  III  College  Algebra. 

Course  IV  Plane  and  Spherical  Trigonometry. 
Course  V  Analytic  Geometry. 

Course  VI  Plane  Surveying. 

Course  VII  Differential  and  Integral  Calculus. 
Course  VIII  Elementary  Astronomy. 

Music 

Course  I  Harmony. 

Course  II  Harmonic  Figuration. 

Course  III  Supplementary  Studies. 

Course  IV  History  of  Music. 

Course  V  History  of  Music. 

Course  VI  Choral  Singing. 

Course  VII  Public  School  Music. 

Course  VIII  Instrumental  and  Voice. 

Physics 

Course  I  General  Physics. 

Course  II  General  Physics. 

Course  III  Mechanics,  Molecular  Physics  and 
Heat. 

Course  IV  Continuation  of  Course  III. 

Course  V  Electricity,  Sound  and  Light. 
Course  VI  Continuation  of  Course  V. 

Political  and  Social  Science 
Course  I  Economics. 

Course  II  Economics. 

Course  III  Sociology. 

Course  IV  Money  and  Banking. 

Course  V  Commercial  Law. 

Psychology  and  Philosophy 

Course  I  General  Psychology. 

Course  II  General  Psychology. 

Course  III  Psychology  of  Religion. 

Course  IV  Ethics. 

Course  V  History  of  Philisophy. 

Course  VI  Problems  of  Philosophy. 

Course  VII  Logic. 

Course  VIII  Child  Psychology. 


For  a  full  description  of  the  above  college  courses,  send  for  the  catalog  for  1909-1910. 
It  is  mailed  free  upon  request. 


Members  of  Phi  Delta  Literary  Society 


College  Work  for  Entrance  to  Professional  Schools 


Many  schools  of  Law,  Dentistry,  Medicine, 
etc-.,  now  require  from  one  to  four  years  of 
college  work  for  entrance.  No  one  should 
take  a  professional  course  before  receiving  a 
bachelor’s  degree  from  some  good  college. 


This  requires  a  little  longer  time  for  getting 
ready,  but  experience  has  fully  shown  the 
wisdom  of  this  course. 

Ellsworth  College  provides  well  for  those 
who  wish  to  do  college  work  before  entering 
upon  professional  courses. 


The  School  of  Education 


The  School  of  Education  is  divided  into 
four  divisions  to  accommodate  different 
classes  of  students.  Division  I  is  for  all 
students  who  are  working  for  county  teach¬ 
ers’  certificates.  The  work  is  special.  Divis¬ 
ion  II  is  academic  and  teachers’  professional 
work  combined.  This  both  prepares  for  eol- 

DIVISION  I. 

Review  Courses  for  County  Certificates 

All  subjects  for  first  grade,  second  grade 
and  third  grade  teachers’  county  certificates 
will  be  given  every  quarter.  This  gives  every 
possible  encouragement  for  a  large  class  of 
students  who  wish  to  prepare  for  teaching  in 
the  shortest  possible  time,  and  who,  also,  de¬ 
sire  to  do  this  work  under  teachers  of  liberal 
education  and  eminently  successful  exper¬ 
ience. 


lege  and  for  teaching.  The  full  course  is  three 
years.  Division  III  is  the  two-year  state  cer¬ 
tificate  course.  Division  IV  is  the  five-year 
state  certificate  course.  It  is  doubtful  if  any 
other  college  offers  so  many  special  advan¬ 
tages  for  those  who  wish  to  prepare  to  teach 
in  the  shortest  time. 

DIVISION  II 

Normal  Training  for  Those  Who  Are  Com¬ 
pleting  Academic  Courses 

There  is  a  large  class  of  students  who  wish 
to  prepare  for  college  entrance,  and,  at  the 
same  time,  take  enough  of  normal  or  teachers’ 
professional  work  to  enable  them  to  become 
competent  teachers.  This  special  course  is 
arranged  to  suit  the  requirements  of  all  who 
wish  this  combination  of  teachers’  profession¬ 
al  and  college  preparatory  work. 


Inasmuch  as  the  child  is  self-active,  and  grows  only  through  the  exercise  of  his  self-activity,  ed¬ 
ucation  consists  entirely  in  leading  the  child  to  do  what  developes  this  power  of  doing.  Any  help 
that  does'not  help  the  pupil  to  help  himself  is  excessive. — W.  T.  Harris. 


Members  of  Philomathean  Literary  Society 


First  Semester. 

English . . . 

Grammar. 

Literature. 

Rhetoric. 

Algebra  . 

Ancient  History . 

Latin  or  German . 

Normal  Penmanship . 


Course  of  Study 

Freshman  Year 

Second  Semester. 


hours 

English . 

Grammar. 

Literature. 

Rhetoric. 

hours 

Algebra  . 

.  .  4 

hours 

Modern  History . 

.  .  5 

hours 

Latin  or  German  .... 

2% 

hours 

Normal  Drawing  .  .  . 

5 


5 

4 

5 
2 


hours 


hours 

hours 

hours 

hours 


First  Semester. 

Latin  or  German . 4 

English  Literature . 

Plane  Geometry . 

Physiology  . 

Normal  Music . 

Normal  Arithmetic . 


First  Semester. 

Latin  or  German . 

Physics . 

Advanced  Rhetoric . 

Economics  . 

Educational  Psychology . 

Normal  Reading . 


Junior  Year 

Second  Semester. 

or  5  hours  Latin  or  German . 4  or  5  hours 

.  .  .4  hours  American  and  English  Literature.  .  .  .4  hours 

•  •  -4  hours  Plane  Geometry . 4  hours 

.  .  .  3  hours  Physiography . .3  hours 

,  .  .  .1  hour  Civil  Government . 2  hours 

•  -2%  hrs.  Normal  Geography . 2V2  hrs 

Senior  Year 

Second  Semester. 

.  .  .  5  hours  Latin  or  German  .  5  hours 

...5  hours  Physics . .'  .'  5  hours 

...3  hours  Advanced  Rhetoric . 3  hours 

.  .  .  3  hours  U.  S.  History . 3  hours 

.  .  .3  hours  Didactics  and  School  Management.  .  .  .3  hours 

■  •  .2  hours  Normal  Orthography . 2  hours 


DIVISION  III 

Normal  Courses  That  Prepare  Students  for  the  Two-Year  State  Certificates. 

This  course  has  been  arranged  to  meet  the  needs  of  teachers  and  students  who  do  not 
have  time  to  finish  a  full  college  course,  but  who  desire  to  secure  a  state  certificate  This 

courts1 wiffout ‘lOM  ofVme.01"  S‘U<,e“tS  Wl"’  "°‘Sh  ”’ay  a"erwards  college 


Members  of  Aonian  Literary  Society. 


Freshman  Year 


First  Semester. 


German  I  or  Latin  II . 4  or  5  hours 

English  Literature . 4  hours 

Plane  Geometry . 4  hours 

Physiology . 3  hours 

Normal  Music . 1  hour 

Normal  Arithmetic . 2  V2  hrs 


Second  Semester. 

German  I  or  Latin  II . 4  or  5  hours 

English  and  American  Literature.  .  .  .4  hours 

Plane  Geometry . 4  hours 

Physiography . . . 3  hours 

Civil  Government . 2  hours 

Normal  Geography . 2V2  hrs 


Sophomore  Year. 

First  Semester.  Second  Semester. 


Latin  or  German . 4  or  5  hours 

Physics . 5  hours 

Advanced  Rhetoric . 3  hours 

Economics  . 3  hours 

Educational  Psychology  . 3  hours 

Normal  Reading . 2  hours 


Latin  or  German . 4  or  5  hours 

Physics . 5  hours 

Advanced  Rhetoric . 3  hours 

U.  S.  History . 3  hours 

Didactics  and  School  Management.  .  .  .3  hours 

Normal  Orthography . 2  hours 


Junior  and  Senior  Years 


The  work  of  these  years  is  arranged  in  groups  of  sixty  (60)  hours  each.  Four  groups 
have  been  planned.  Others  may  be  made  up  as  found  necessary. 

I, 


Education . 6  hours 

Psychology . 6  hours 

Chemistry . 8  hours 

College  Algebra . 5  hours 

Solid  Geometry . 5  hours 

Trigonometry  . 3  hours 

Physics  . 6  hours 

English . 10  hours 

Electives  . 11  hours 

Total . 60  hours 

H. 

Education . 6  hours 

Psychology . 6  hours 

History . 16  hours 

English . 16  hours 

Electives . 16  hours 

Total . 60  hours 


III. 

Education . 6  hours 

Psychology . 6  hours 

German . 12  hours 

Latin . 14  hours 

English . 6  hours 

Electives . 16  hours 

Total . 60  hours 

IV. 

Education . 6  hours 

Psychology . 6  hours 

Biology . 14  hours 

Chemistry . 8  hours 

English . 10  hours 

Electives . 16  hours 

Total . 60  hours 


Other  groups  may  be  formed  if  found  to  advantage  in  meeting  the  needs  ot  students. 


DIVISION  IV. 

Normal  or  Advanced  Professional  Courses  That  Qualify  Students 
for  the  Five-Year  State  Certificate. 


Students  who  finish  the  four  years  of  col¬ 
lege  work  and  who  receive  the  degree  A.  B., 
Ph.  B.,  or  Ed.  B.,  or  B.  S.,  must  do  a  certain 
amount  of  advanced  professional  study  in 
Education,  Psychology  and  Philosophy  in  or¬ 
der  to  be  eligible  to  receive  the  five-year  state 
certificate  without  examination. 

This  advanced  work  is  done  during  the 


Junior  and  Senior  years  of  the  college  course. 

The  work  of  Division  IV  is  the  special  pro¬ 
fessional  work  of  the  School  of  Education. 
This  work  is  elective  and  is  chosen  from  the 
college  departments  of  Philosophy,  Psychology 
and  Education.  These  courses  are  outlined 
on  pages  49,  50  and  51  and  66  and  67  of  this 
catalog. 


The  Preceptress  and  a  group  of  Caroline  Hall  Girls 
The  Requisite 

In  education,  various  books  and  implements  are  not  the  great  requisites,  but  a  high  order  oj 
teachers.  In  truth  a  few  books  do  better  than  many.  The  object  of  education  is  not  so  much  to  give 
a  certain  amount  of  knowledge  as  to  awaken  the  faculities,  and  give  the  pupil  the  use  of  his  own 
mind;  and  one  book  taught  by  a  man  who  knows  how  to  accomplish  these  ends,  is  worth  more  than 
libraries  as  usually  read.  It  is  not  necessary  that  much  should  be  taught  in  youth,  but  that  a  little 
should  be  be  taught  philosophically,  jrrofoundty,  livingly. — William  Kllerv  Channing 


The  Academy 


The  Academy  is  a  preparatory  school  for 
Ellsworth  College  and  other  colleges,,  profes¬ 
sional  and  technical  schools.  No  academy  in 
the  West  offers  better  advantages  in  build¬ 
ings,  equipment,  faculty,  courses,  etc. 
Students  are  prepared  for  college  thorough¬ 
ly  and  in  shortest  time  possible.  The  aca¬ 
demy  is  associated  with  the  College,  and 
therefore,  affords  many  advantages  that  other 
academies  and  schools  cannot  offer. 

If  you  wish  a  preparatory  course,  you 
should  send  for  our  new  catalog. 


The  academy,  because  it  maintains  high- 
classed  college  and  university  preparatory 
courses,  has  attracted  the  attention  of  dis¬ 
criminating  school  patrons  from  all  parts  of 
the  country.  The  Chicago  Tribune  has  said 
editorially  “The  universities  of  the  West 
should  recognize  the  need  of  preparatory 
schools  of  a  high  order  and  do  what  they 
can  to  secure  them.  Without  them  the  west¬ 
ern  ideal  of  home  education  for  home  boys 
and  girls  cannot  be  fully  attained.” 

The  ideal  of  Ellsworth  academy  is  work 
so  excellent  that  it  will  be  national. 


Members  of  Emersonian  Literary  Society 


Academic  Courses 

The  Roman  numerals  refer  to  the  courses. which  are  described  in  the  catalog. 


Freshman  Year- 

First  Semester. 

United  States  History. — Five  hours  credit. 
Arithmetic — Five  hours  credit  if  preceded  by 
Algebra. 

Penmanship  and  Spelling. 

Music. —  One  hour  credit. 

English  Grammar. —  No  credit. 


(Sub-Academic). 

Second  Semester. 

United  States  History. — Three  hours  credit. 
Civil  Government. — Two  hours  credit. 
Physiology. — Three  hours  credit. 

Drawing. — Two  hours  credit. 

Letter  writing  and  Composition. — Three  to 
five  hours  credit. 

Penmanship  and  Spelling. 


Sophomore  Year. 


First  Semester 
Latin  I. — Five  hours  credit. 

English  I. — Five  hours  credit. 
Algebra. — Five  hours  credit. 

Ancient  History. — Four  hours  credit. 
Drawing. — One  hour  credit. 


Second  Semester. 
Latin  I. — Five  hours  credit. 

English  I. — Five  hours  credit. 
Algebra — Five  hours  credit. 

Modern  History. — Four  hours  credit. 
Music.—  One  hour  credit. 


Junior  Year. 


First  Semester 

Latin  II. — Five  hours  credit. 

German  I. — Five  hours  credit. 

English  II. — Four  hours  credit. 

Plane  Geometry. — Four  hours  credit. 
Physiology  (elective). — Three  hours  credit. 


Second  Semester. 

Latin  II. — Five  hours  credit. 

German  I. — Five  hours  credit. 

English  II. — Four  hours  credit. 

Plane  Geometry. — Four  hours  credit. 

Higher  Arithmetic  (elective). — Five  hours 
credit. 

Civics  (elective). — Two  hours  credit. 


Senior  Year, 


First  Semester 
Latin  III. — Six  hours  credit. 

German  II.- — Four  hours  credit. 

English  III. — Three  hours  credit. 

Physics. — Five  hours  credit. 

United  States  History  (elective). — Five  hours 
credit. 

Economics  (elective). — Three  hours  credit. 
Chemistry  (elective). — Four  hours  credit. 


Second  Semester. 

Latin  III. — Six  hours  credit. 

German  II.. — Four  hours  credit. 

English  III. — Three  hours  credit. 

Physics. — Five  hours  credit. 

United  States  History  (elective). — Three 
hours  credit. 

Chemistry  (elective). — Four  hours  credit. 
Economics  (elective). — Three  hours  credit. 


The  Conservatory  of  Music,  and  the  Schools  of 

Expression  and  Art 


The  standards  and  ideals  of  the  conserva¬ 
tory  of  music  are  those  of  Oberlin  Conserva¬ 
tory.  The  director,  Professor  Artemas  Er¬ 
win  Bullock,  Mus.  B.,  is  a  graduate  of  Oberlin 
and  has  been  director  here  during  the  past 
fourteen  years. 


Full  courses  in  voice,  instrumental  music, 
history  of  music,  harmony,  etc.,  are  given. 
Students  have  ample  opportunity  for  com¬ 
bining  music  with  courses  in  modern  lan¬ 
guages,  English  literature,  the  drama,  ex¬ 
pression,  elocution,  public  speaking,  philo¬ 
sophy,  psychology,  science,  mathematics,  etc. 


Singing  is  as  natural  to  man  as  speaking,  and  for  any  reason  that  appears  to  the  contrary,  it 
should  be  as  universal. — James  Currie. 


The  Schools  of  Expression  and  Art  offer 
full  courses.  The  ideal  of  the  school  of  ex¬ 
pression  is  that  of  the  Emerson  School  of 
Oratory,  of  Boston.  Professor  H.  T.  Dagis- 


tan,  the  director  of  this  school,  has  taken  the 
full  course  of  three  years  at  that  school,  and 
has  had  twelve  years  of  successful  experience 
in  his  work. 


('lass  in  Dramatic  Art. 


We  attach  such  supreme  importance  to  a  musical  education  because  rhythm  and  harmony  sink- 
most  deeply  into  the  recesses  of  the  soul,  bringing  gracefulness  in  their  train,  and  making  a  man 
graceful  if  he  is  rightly  nurtured, — Plato. 

Dramatic  Art  and  Expression 


The  Drama  is  a  part  of  the  larger  subject 
which  usually  goes  under  the  name  of  Ex¬ 
pression.  To  give  the  purpose  of  the  work 
in  Expression  is  to  indicate  pretty  clearly  the 
dominant  impulse  in  the  field  of  dramatic 
endeavor. 

The  business  of  Expression,  like  the  busi¬ 
ness  of  all  subjects  claiming  to  be  educative, 
is  to  discover  to  the  pupil  his  innate  powers; 
to  give  right  direction  to  them;  and  to  sup¬ 
ply  the  environment  incentives,  and  most  im¬ 
portant  of  all — the  atmosphere  suited  for 
their  growth  and  development. 

The  Drama,  as  well  as  all  lines  of  work  in 
Expression,  in  addition  to  developing  the 
mental  faculties,  serve,  to  a  very  remark¬ 
able  degree,  in  giving  freedom  and  direction, 


and  in  developing  the  physical  agents  of  ex¬ 
pression,  namely:  bearing,  voice,  gesture,  and 
facial  expression.  Furthermore,  the  Drama 
is  deep-rooted  in  human  nature  and  human 
life;  and,  therefore,  should  be  permeated  and 
governed  by  a  living  conception  of  the  sub¬ 
ject.  It  is  a  subject  which  is  pre-eminently 
fitted  for  enlarging  the  sympathies,  cultiva¬ 
tion  of  the  imagination, — in  a  word,  for  clari¬ 
fying,  deepening,  and  beautifying  our  views 
of  life  and  the  world. 

These  are,  in  brief,  the  ideals  and  aims 
that  govern  us  in  our  class-room  work  in 
Public  Speaking  and  Expression,  and  in  the 
efforts  put  forth  in  connection  with  the  col¬ 
lege  plays  and  contests  in  debate  and  ora¬ 
tory. 


The  School  of  Commerce 

Is  for  the  hundreds  of  boys  and  girls  as  well  as  older  men  and  women  who  wish  short  or 
practical  courses  of  instruction  for  general  or  professional  business  life.  There  are  thous¬ 
ands  who  do  not  wish  to  attend  college  or  to  take  regular  academic  courses.  They  want 
attractive  up-to-date  business  training  courses.  This  school  offers  fifteen  (15)  courses 
from  nine  weeks  to  three  years  in  length.  They  are  as  follows: 


1.  Nine  weeks’  course  in  business. 

2.  Eighteen  weeks’  course  in  business. 

3.  Twenty-seven  weeks’  course  in  business. 

4.  Thirty-six  weeks’  course  in  business. 

5.  Professional  course  in  business  training. 

6.  Three  years’  business  course. 

7.  Short  course  in  shorthand  and  type¬ 

writing. 

8.  Stenographers'  graduate  course. 

9.  Reporters’  shorthand  course. 


10.  Combination  shorthand  and  bookkeep¬ 

ing  course. 

11.  Special  courses  for  special  positions  in 

business. 

12.  Civil  service  courses. 

13.  Short  course  in  agriculture  combined 

with  business  accounting. 

14.  One  year  course  in  agriculture  and 

business. 

15.  Teachers’  business  course. 


No  one  who  is  interested  in  any  of  the  above  fifteen  courses  should  fail  to  -send  for  full 
outline  of  each  course. 


A  Shorthand  Class  of  the  School  of  Commerce 


Do  ’not  be  Deceived  About  your 
Shorthand  Course 

While  Getting,  Why  not  get  the  Best? 

Here  are  a  few  claims  we  stand  ready  to 
prove.  I.  There  are  more  writers  of  our 
system  than  all  others  combined.  2.  There 
are  more  books  and  a  wider  literature  in  our 
system  than  all  others  combined.  3.  The 
system  is  universal  in  this,  that  it  can  be 
adapted  to  any  language.  4.  It  has  all  the 
latest  and  most  useful  improvements  that 
have  been  developed  by  the  expert  writers  of 
the  world.  And  last,  but  not  least,  it  is 
easiest  to  learn,  easiest  to  write,  easiest  to 
read  and  absolutely  the  hardest  to  forget. 

But  there  is  another  important  matter. 
We  give  courses  for  office  work;  others  for 
newspaper  work;  and  still  others  for  court 
reporting.  You  can  prepare  for  any  branch 
of  office  work  or  for  any  kind  of  reporting. 

Positions  are  seeking  skillful  workers.  If 
you  will  get  READY,  a  place  will  be  READY 
for  you. 


A  Special  Feature  in  Commercial 
Education 

The  School  of  Commerce  of  Ellsworth 
College  has  started  a  movement  not  in  practice 
elsewhere.  It  is  this:  Students  take  courses 
that  specially  prepare  them  for  special  kinds 
of  positions.  Now,  is  this  plan  not  an  ad¬ 
vantage  that  appeals  to  your  common  sense? 
Will  not  our  graduates  be  better  fitted  if  they 
get  this  special  work?  Who  get  and  hold  the 
best  places  in  the  end?  There  is  one  and 
only  one  answer.  Those  who  possess  the 
greatest  skill.  No  amount  of  favor  or  “pull” 
can  properly  offset  skill  and  ability  in  the 
business  world.  In  that  world  it  is  the  man 
who  can  do  the  work  the  best  that  wins. 
Do  you  believe  it?  Then  you  will  believe  in 
our  new  plan  of  special  courses  for  special 
needs. 

We  find  positions  for  our  students. 

I  will  study  and  learn,  and  then,  perhaps,  my  chance 
will  come — Abraham  Lincoln. 


The  World  Makes  Way  for  “The  Man  Who  Knows” 


And  who  knows  that  he  knows.  In  every 
big  business  house,  when  a  perplexing  ques¬ 
tion  arises  there  is  some  man  who  is  sent  for 

Special  Work  for  Academic 

The  School  of  Commerce  offers  special 
courses  both  in  Shorthand  and  Typewriting 
and  in  Bookkeeping,  Corporation  work  and 
Banking  for  graduates  of  academies  and  high 
schools.  This  should  be  of  great  interest  to 


as  the  man  who  knows.  Promotion  awaits 
that  man.  It  may  be  worth  thousands  of 
dollars  to  you  to  be  that  man  in  your  house. 

and  High  School  Graduates 

a  large  class  of  students  who  wish  to  prepare, 
in  a  thorough  way,  for  various  business  posi¬ 
tions  that  command  good  salaries.  No  other 
school  in  Iowa  provides  such  liberal  and  com¬ 
plete  courses  in  business  training.  Positions 
are  secured  for  competent  students. 


The  true  end  of  education  in  to  unfold  and  direct  aright  our  whole  nature.  Its  office  is  to  call 
forth  powers  of  every  kind — power  of  thought,  affection,  will,  and  outward  action ;  power  to  observe, 
to  reason,  to  judge,  to  contrive;  power  to  adopt  good  ends  firmly,  and  to  pursue  them  effectively ; 
power  to  govern  ourselves,  and  to  influence  others;  power  to  gain  and  spread  happiness. 

— \V.  E.  Channing. 


The  College  Versus  The  University 


Much  better  work — real  university  work — 
would  be  done  at  the  universities  if  90  per 
cent  of  the  students  were  turned  adrift  and 
told  to  go  to  colleges  where  they  would  have 
the  benefit  of  being  under  the  teachers’  eyes. 

Herein,  then,  is  the  difference  between  the 
college  and  the  university.  The  college  is, 
first  and  last,  an  institution  for  the  instruc¬ 
tion  of  youth.  There  is  ground  for  believing 
that  teaching  work  is  better  done  at  the  col¬ 
leges  than  at  the  universities.  In  the  col¬ 
leges  classes  are  small  and  the  teachers  come 
into  close  contact  with  the  students.  More¬ 


over,  the  college  authorities  enforce  a  stricter 
discipline  and  exercise  a  closer  supervision 
over  the  students  outside  of  the  classroom, 
and  the  average  boy  of  the  usual  age  of  fresh¬ 
men  and  sophomores  is  too  young  for  the 
large  liberty  of  a  university. 

It  would  be  well  for  American  scholarship 
and  education  if  more  of  the  teaching  were 
done  by  the  colleges,  and  the  universities 
saved  their  strength  for  research  and  experi¬ 
ment,  which  is  the  work  of  true  scholars. — 
The  American  Educational  Review,  April, 
1907. 


Group  of  Students  of  the  Department  of  German. 


[t  is  general  and  a  very  just  complaint  that 
modern  languages  as  taught  in  many  of  our 
schools  and  colleges  today  are  so  bookish,  so 
tenacious  in  their  hold  upon  stiff  formal  gram¬ 
mar  and  mere  text-book  reading  that  the  ordi¬ 
nary  student  fails  to  gain  any  practical  knowl¬ 
edge  from  his  study  of  these  subjects.  Every 
year  sees  new  advances  in  the  methods  of 
teaching  these  languages  and  all  these  meth¬ 
ods  have  as  their  aim  to  lessen  the  gulf  be¬ 
tween  class  room  work  and  the  use  to  which 
the  languages  may  be  put  after  one  has  left 
school. 

Ellsworth  College  is  attempting  in  every  de¬ 
partment  to  give  its  students  as  practical  an 
education  as  possible;  one  which  will  fit  them 
in  a  very  large  degree  to  take  up  the  battles 
of  life  and  win  for  themselves  a  livelihood  and 
career. 

The  German  department  of  the  institution 
is  striving  hard  to  help  set  this  standard  of 
practical  training  and  in  order  to  advance  this 
ideal  it  gives  each  year  a  German  entertain¬ 
ment  which  is  beneficial  in  many  ways.  It 
gives  the  students  a  broader  view  of  German 
life  and  representative  men,  affords  an  op¬ 
portunity  of  memorizing  much  good  classical 
and  colloquial  German,  drills  them  in  pro¬ 
nunciation,  and  aids  them  materially  in  the 
most  essential  of  all  things,  to  think  in  Ger¬ 


“The  young  man  should  put  forth  his 
strongest  efforts  to  obtain  a  practical  educa¬ 
tion,  for  without  it  his  laborious  exertions  in 
after  life  may  bring  but  insignificant  results, 
with  a  consequent  decrease  in  the  ratio  of 
remuneration.” — General  R.  A.  Alger. 

“The  education  of  the  business  man  in  all 
that  appertains  to  business  life  is  as  essential 
as  the  education  of  the  professional  man  in 
all  that  appertains  to  professional  life.  His 
attainments,  his  power  and  his  manhood  are 
laid  under  contribution,  and  without  a  thor¬ 
ough  and  practical  business  education,  he  is 
like  a  ship  at  sea  without  compass  or  rudder." 
—Hon.  Wm.  T.  Harris,  Ex-U.  S.  Commissioner 
of  Education. 

Value  of  a  Dependable  Man 

We  are  esteemed  for  those  things,  quali¬ 
ties  and  characteristics  that  are  so  much  a 
part  of  us  that  others  may  depend  upon  al¬ 
ways  finding  them.  In  proportion  to  our  de¬ 
pendability  are  we  of  use  to  others.  It  is 
the  man  upon  whom  dependence  can  be  placed 
that  is  wanted  everywhere.  Brilliancy  is  a 
quality  that  in  its  nature  is  subject  to  severe 
and  sudden  fluctuations.  Ordinarily  the  thing 
that  is  wanted  is  not  brilliancy,  but  simple 
faithfulness  and  ability  to  do  a  day’s  work, 
within  the  work  time  and  in  a  workmanlike 
manner.  The  world  needs  dependable  men. 

— Washington  Times. 


man. 


Ellsworth  College  Cadet  Hand 


Does  an  Education  Pay? 

Does  it  pay  to  learn  to  make  life  a  glory  in¬ 
stead  of  a  grind? 

Does  it  pay  to  open  a  little  wider  the  door 
of  narrow  life? 

Does  it  pay  to  add  power  to  the  lens  of  the 
microscope  or  telescope? 

Does  it  pay  to  know  how  to  take  the  dry 
dreary  drudgery  out  of  life? 

Does  it  pay  to  taste  the  exhiliration  of  feel¬ 
ing  one’s  powers  unfold? 

Does  it  pay  to  push  one's  horizon  farther 
out,  in  order  to  get  a  wider  outlook,  a  clearer 
vision? 

Does  it  pay  to  learn  how  to  center  thought 
with  power,  how  to  marshal  one’s  mental 
forces  effectively? 

Does  it  pay  to  acquire  power  to  get  out  of 
life  high  and  noble  pleasures  which  wealth 
cannot  purchase? 

Does  it  pay  to  acquire  a  character  wealth, 
a  soul  property,  which  no  disaster  or  mis¬ 
fortune  can  wreck  or  ruin? 

Does  it  pay  to  have  expert  advice  and  train¬ 
ing  to  have  high  ideals  held  up  to  one  in  the 
most  critical  years  of  life? 

Does  it  pay  to  make  life-long  friendships 
with  bright  ambitious  young  people,  many  of 
whom  will  occupy  high  places  later  on? 


Does  it  pay  to  become  familiar  with  all 
the  lessons  that  history  and  science  can  teach 
as  to  how  to  make  life  healthy  and  successful? 

Does  it  pay  to  become  an  enlightened  citi¬ 
zen,  able  to  see  through  the  sophistries  of  po¬ 
litical  claptrap  and  vote  intelligently  on  pub¬ 
lic  matters? 

Does  it  pay  to  experience  the  joy  of  sell' 
discovery,  to  open  up  whole  continents  of  pos¬ 
sibilities  in  one’s  nature  which  might  other¬ 
wise  remain  undiscovered? 

Does  it  pay  the  sculptor  to  call  out  from 
the  rough  block  the  statue  that  sleeps  in  the 
marble,  and  which  shall  tell  the  story  of 
heroism  and  greatness  to  unborn  generations? 

Does  it  pay  to  have  one’s  mentality  stirred 
by  the  passion  of  expansion,  to  feel  the  tonic 
of  growth,  the  indescribable  satisfaction  which 
comes  from  the  consciousness  of  perpetual 
enlargement? 

Does  it  pay  to  have  lour  years  filled  with 
the  most  delightful  associations  and  cultured 
people,  at  an  age  when  ambitions  and  high 
ideals  have  not  been  dulled  or  shattered  by 
disappointment,  or  the  unbounded  faith  in 
human  nature  shocked  by  violated  pledges? 

— Success. 


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